仁爱版七年级英语下册《There is a study next to my bedroom》教案.docx
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仁爱版七年级英语下册《There is a study next to my bedroom》教案.docx
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仁爱版七年级英语下册《Thereisastudynexttomybedroom》教案
《Unit6Topic1Thereisastudynexttomybedroom.
SectionB》教学设计
所在单位
学科
英语
设计教师
一、教学目标:
1知识目标:
学习并掌握本节新词汇及短语,会在实际对话操练中应用;能正确使用Therebe句型;能正确使用方位介词或介词短语。
2技能目标:
能听懂谈论房间、室内摆设的表达,并做出恰当回应;能在口头表达中做到发音清晰,语音语调准确;能正确朗读对话;能理解并执行简单的书面指令;能准确写出黑体单词和词组。
3.情感目标:
能在学习的同时,热爱自己的生活环境;能与同伴积极合作,参与课堂活动,大胆实践。
二、学情分析:
本班属于平行班,百分之九十的学生是来自农村的留守儿童,接触和学习英语的时间少,基础薄弱且可操练的机会少,多数学生学英语是“羞于启口”。
三、教材内容分析:
本课是第六单元话题一的第二课时。
本课的主要活动是1a和2。
通过创设Maria参观Jane的书房的情景呈现出书房主要摆设的词汇和有关方位的表达,同时结合听力训练、两两对话、看图说话等活动进一步学习therebe句型的复数、特殊疑问句、一般疑问句及其肯定和否定回答。
还将通过熟悉例句后根据内容和示例编写对话的方式进一步练习和巩固表示方位关系的重要词汇。
四、教学方法设计:
导入法,情景教学法,合作学习法等。
五、教学过程:
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
(5minutes)
1.Thewholeclasswork.
2.Individualwork.
3.Thewholeclasswork.
2.Focustheirattentionontheteacher.
2.Dodutyreport.Somestudentsshowpicturesofyourhomesandtalkabouttheroomsinthem.
e.g.
Thisismyhome.Thereisastudyonthesecondfloor.Thebedroomsarenexttothestudy.Thereisabathroom,alivingroomandadinningroomonthefirstfloor.
...
3.Lookattheclassroomandtrytodescribetheobjectsintheclassroom,using“therebe”structure.
e.g.
Thereisaclockonthewalloftheclassroom.
Thereisateacher’sdeskinthefrontoftheclassroom.
...
1.Getstudentsreadyforlearning.
3.HelpthestudentsrevisethewordsinSectionAand“therebe”structure.
3.Usetheobjectsnearthestudentstohelpthemrevise“therebe”structure.
Presentation
(10minutes)
1.Thewholeclasswork.
2.Thewholeclassworkandpairwork.
3.Groupwork.
4.Individualwork.
5.Individualworkandpairwork.
1.Thewholeclassanswertheteacher’squestionsandlearn“therebe”structure.
T:
What’sonthedesk?
(Showonebook.)
Ss:
Thereisabookonit.
T:
Now,whatisonthedesk?
(Showtwobooks.)
Ss:
Therearetwobooks.
...
2.Lookattheflashcards.Learnsomenewwords,clock,chair,lamp,near,under,behind.
Thenmatchthewordswiththepicturesinpairs.
T:
What’sthis?
Ss:
Clock!
Thereisaclocknearthewindow.
T:
Andwhat’sthis?
Ss:
Chair!
Thereisaballunderthechair.
T:
Thethirdone,what’sthis?
Ss:
Lamp!
Thereisalampbehindthecomputer.
...
3.Lookattheobjectsintheclassroom.First,trytoaskandanswerquestionsabouttheobjects,using“therebe”structure.Afterthat,trytoanswertheteacher’squestionsabouttheobjectsintheclassroomasquicklyasyoucan.Thegroupthatcananswerthemostquestionscorrectlywillbethewinner.
T:
Isthereaclocknearthewindow?
S:
Yes,thereis.
T:
ArethereanybooksunderLiMei’schair?
S:
No,therearen’t.
...
4.Do1a.Lookatthepicturein1a.Answerthequestion,“Whatarethereinthestudy?
”Predicttheconversationin1a.
5.Do1a&1b.Readthestatementsin1b.Thenlistento1aandmarkTrueorFalseindividually.Afterthat,checktheanswerswithyourpartner.Finally,choosethebestanswersbylisteningtothetapethesecondtime.
(1)Whereisthesofa?
_____
A.Nearthedesk
B.Behindthedesk
C.Nearthebed
(2)WhatisonJane’sdesk?
______
A.Afootball
B.Pens
C.Acomputer
(3)Whatisunderthechair?
______
A.Aclock
B.Afootball
C.Alamp
1.Presentnewpatternswiththehelpoftheobjectsintheclassroom.
2.Presentnewwordswiththehelpoftheflashcardsandcontext.
3.Makethestudentsgoonlearning“therebe”structure.
4.Makethestudentslearntopredictbeforelisteningbylookingatthepicture.
5.Playthetaperecorder.Checktheanswers.
Consolidation
(10minutes)
Thewholeclassworkandpairwork.
Read1aafterthetape.
Thenpracticetheconversationin1ainpairs.Somepairsreadouttheconversationtothewholeclass.
Tobeagoodlistener.
Practice
(10minutes)
2.Pairwork.
3.Thewholeclassworkandpairwork.
4.Individualworkandpairwork.
1.Afterpracticingtheconversationin1a,makeupanewconversationaboutthestudy,bedroom,livingroomorotherroomsinyourhomeinpairs.Thenpracticeyournewconversationwithyourpartner.Afterthat,somepairsactoutyourconversationtothewholeclass.
e.g.
A:
Whereisyourstudy?
B:
Itisonthesecondfloorofmyhome.
A:
Isthereacomputerinyourstudy?
B:
Yes,thereis.Itisonthedesk.
A:
Arethereanyflowersinyourstudy?
B:
Yes,thereare.Ilikeflowers.
A:
What’sunderthedesk?
B:
Thereisafootball.
...
2.Do2.Lookatthepicturesin2.Answertheteacher’squestionstolearnsomenewwordsandphrase,infrontof,guitar,window.
T:
WhatcanyouseeinPicture1?
Ss:
Treeandclassroom.
T:
Yes.Wecansay,thereisatreeinfrontoftheclassroom.WhatcanyouseeinPicture2?
Ss:
Twostudentsandclassroom.
T:
Yes.Therearetwostudentsinthefrontoftheclassroom.
WhatcanyouseeinPicture3?
...
Thenaskandanswerquestionsabouttheotherpicturesin2inpairs.Afterthat,somepairsactouttheconversations.
e.g.
A:
What’snearthewindow?
B:
Thereisaguitarnearthewindow.
A:
Isthereaclockneartheguitar?
B:
No,thereisn’t.
...
3.Do3.Lookatthepicturesin3.Learnthewordsandphrasestable,key,putaway,door,lookafter,thing.Fillintheblankstocompletetheconversationsindividually.Thenlistenandchecktheanswers.
Practicetheconversationsinpairs.Afterthat,somepairsactoutyourconversationstothewholeclass.
1.Makethestudentspracticeexpressionsaboutpositionsandexistence,roomsinhomes,furnitureandhomeitems.
2.Createsituationstopresentthenewwordsandphrases.Makethestudentspracticethe“therebe”structureorally.
3.Makethestudentspracticetheexpressionsinthissection.
Production
(10minutes)
Groupwork.
Workingroups.Discusswithyourgroupmembersaboutwhatyouridealstudyorbedroomislike.Thendrawthemonthepaper.Showyourpicturestothewholeclassandtrytointroducethemtootherstudents.
e.g.
Thisisouridealstudy.Thereisacomputeronthedesk,ofcourse.Thereisaguitaronthewallbecausewelikeplayingtheguitar.Thereisafootballunderthetable.Weoftenplayfootballafterclass.
...
1.Makethestudentsusetheexpressionsabout“therebe”structureinoralworkandwrittenworkafterlearning.
2.Assignthehomework:
Reviewthewordsandpracticetheconversationsin1awithyourpartner;
Goonwritingyouridealroom.Thenreportittotheclassnextday;
PreviewSectionC.
Teachingreflection:
在本课中,学生通过听力训练、师生问答、小组合作等活动,结合教学闪卡等教具,学习并反复操练了关于therebe的表达法及其提问:
“What’s...?
”。
在这节课中,明显发现学生对于infrontof和inthefrontof容易混淆,导致错误使用。
因此,教师应多创设真实的情景,比如运用图片,或者结合身边真实的语言环境,引导学生直观地感受这两个词组的区别,避免混淆。
六、板书设计:
Unit6Topic1Thereisastudynexttomybedroom.
SectionB
1.ArethereanyEnglishbooksinyourstudy?
lampclock
2.Isthereacomputerinyourstudy?
nearunder
3.What’sonyourdesk?
chairbehind
4.There’satreeinfrontoftheclassroom.frontinfrontof
5.Therearetwostudentsinthefrontoftheclassroom.guitarwindow
6.Putthemaway,please.tablekey
7.Youmustlookafteryourthings.putaway
putawaydoor
lookafterthing
七、技术运用:
多媒体,PPT幻灯片
八、资源引用:
多媒体视频音频文件
九、创新点:
十、教学反思:
在本课中,学生通过听力训练、师生问答、小组合作等活动,结合教学闪卡等教具,学习并反复操练了关于therebe的表达法及其提问:
“What’s...?
”。
在这节课中,明显发现学生对于infrontof和inthefrontof容易混淆,导致错误使用。
因此,教师应多创设真实的情景,比如运用图片,或者结合身边真实的语言环境,引导学生直观地感受这两个词组的区别,避免混淆。
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
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